Tales from the Perilous Realm: Fairy-Stories, Dragons, and Farmer Giles of Ham

Texts: Tolkien, “Farmer Giles of Ham,” in Tales from the Perilous Realm; also, check out this excellent audiobook version: https://www.youtube.com/watch?v=gAYE4rwcoo4/

Discussion Leaders: Valen Tam, Daphne de Grandpre

Discussion Questions:

  1.  How does the story of Farmer Giles of Ham fit into Tolkien’s definition of a fairy-story?
  2. In literature dragons often offer a negative mirror image of the main hero, do you see this reflected in Farmer Giles?
  3. Based on our previous discussion of fairy-stories being primarily intended for children, can you argue that this story would also be well suited for adults? Perhaps even better suited when taking into account the themes of violence, greed, and conquest.
  4. Unlike the dragon in Beowulf, and Smaug from the Hobbit, Chyrsophylax becomes a weapon for Giles to use as leverage against the king. Giles is no longer a humble farmer, but has been given access to unchecked power, is Giles really a good hero we should be emulating when he is overthrowing his King using a weapon of mass destruction?
  5. What precepts of Tolkien’s style from “On Fairy Stories” and “Beowulf: The Monsters and the Critics” can be identified in Farmer Giles of Ham? For example, Tolkien stated that magic “must not be made fun of” in “On Fairy Stories.” However, Farmer Giles of Ham clearly embraces humor and is often referred to as a mock epic. In your opinion, did Tolkien break his self-defined fairy story precepts? Is there a reason for the humor beyond the comedy in Farmer Giles of Ham?
  6. How is Farmer Giles of Ham, a seemingly simple fairytale for children, consistent with Tolkien’s insistence that the targeted audience of fairy stories should be adults? What are some elements children would not have caught onto, besides what is outlined in “On Fairy Stories?” For example, what are some of the anachronisms in Farmer Giles of Ham? Philological wordplays? Or anything else that stood out to you?
  7. What are some examples of ecclesiastical symbolism in Farmer Giles of Ham?

About Kathryn Ney

I am a Teacher Candidate in the Bachelor of Education Program (Secondary) with two teachable subjects, Social Studies and English. I graduated from the Global Stewardship Program at Capilano University in 2014 and completed a double major at UBC in English Literature Honours and History in November 2018. During my studies at CapU, I volunteered as an English teacher with the Global Volunteer Network in Nepal and this experience first prompted me to consider a career in education. While studying at UBC, I led a Student Directed Seminar on the Inklings (Tolkien and C.S. Lewis), thus enabling me to gain experience designing syllabi and marking rubrics for peer evaluation. I am also an alumni of the UBC Arts Coop program, through which I predominantly worked as a docent and archivist in the culture and heritage industry. Some of my work during my Coop placements included developing educational programs for museums, and through this experience, I learned how to make history engaging and accessible for young people as well as for the general public. I spent the past year participating in the Odyssey Program as an English Language Assistant in small-town Quebec, during which time I gleaned extensive in-class and interpersonal experience working with both kids and young adults on their English skills. Since my return in May, I have been leading summer camps for youth focused on conservation issues and outdoor skills. This experience allowed me to share my love of nature and the environment with young people from across the province. Ideally, after completing the BEd. program and having gained some teaching experience, I would like to find a way to combine these disciplines and interests in the form of extracurricular involvement, or otherwise to work abroad doing professional or curriculum development for teachers in developing countries.
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